The world of the Counselor An introduction to the counseling profession 5e chapter 9

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The world of the Counselor An introduction to the counseling profession 5e chapter 9

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Chapter 9: Development Across the Lifespan Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology Chapter 11: Career Development: The Counselor and the World of Work © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Development Across the Lifespan © 2007 Thomson Brooks/Cole, a division of Thomson Learning  A Little Background  Counseling has long had a development focus  1980s ushered in the “true” era of developmental counseling ▪ CACREP: 1981—part of core curriculum ▪ Developmental models challenge us to look at clients from a wellness perspective © 2007 Thomson Brooks/Cole, a division of Thomson Learning       Development is continual Development is orderly, sequential, and builds upon itself Development implies change, but our core remains the same Development is painful, yet growth-producing Developmental models are transtheoretical Development is preventive, optimistic, and wellnessoriented © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Development in Childhood  Children develop at fairly predictable rates  Know development, and you know when some children may be having difficulties– can refer them  Rate of children’s physical developmental is fairly consistent  However, scope of child’s development is a function of genetic predisposition in interaction with environment (see Figure 9.1, p 295) © 2007 Thomson Brooks/Cole, a division of Thomson Learning  A series of developmental transitions  Physical and psychological aspects of puberty  Sexuality  Planning future  Intimacy and commitment  College or work?  Career choices  Slow decline of physical abilities  Physical and psychological issues related to growing older, death, and dying © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Piaget's Stages of Cognitive Development  Some key terms ▪ Schemata (see Box 9.1, p 297) ▪ Assimilation ▪ Accommodation  Stages ▪ Sensorimotor (birth through 2) ▪ Preoperational Stage (Ages 2-7) ▪ Concrete-operational Stage (Ages 7-11) ▪ Formal-operational Stage (Ages 11-16) © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Kohlberg's Stages of Moral Development  See Box 9.3, p 302 (Heinz Dilemma)  Preconventional Level (Approx Ages 2-7) ▪ Stage 1- punishment-obedience orientation ▪ Stage 2- instrumental-hedonism orientation  Conventional Level (Approx Ages 8-13) ▪ Stage 3- good girl-nice boy orientation ▪ Stage 4- law and order orientation  Postconventional Level (Approx Age 13+) ▪ Stage 5-social contract orientation ▪ Stage 6- principled conscience orientation  See Box 9.3 © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Gilligan's Stages of Women's Moral Development  (Book “In a different voice”)  Preconventional Level Girl ▪ Narcissistic Reasoning; Functions from selfprotective/survival perspective ▪ Conventional Level Woman ▪ Puts needs of others before needs of self ▪ Postconventional Level  Balance between care/responsibility for others and selfcare  Comparison of Cognitive and Moral Development (See Table 9.1, p 304) © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Kegan's Constructive Developmental Model (Subject-Object Theory)  Incorporative Stage: All reflexive—no sense of self  Impulsive Stage : Limited control over actions  Imperial Stage: Impulses can be controled, but controlled in narcissistic way to get needs met  Interpersonal Stage: Embedded in relationships.Very beginning sense of self and of other  Institutional Stage: Very strong sense of self-authorship  Interindividual Stage: Mutuality Share of “selves,” difference is tolerated and understood, self-reflective ▪ See Box 9.5, p 306 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 10  Perry's Theory of Intellectual and Ethical Development  Dualism: Black and white thinking, Authorities have the answer, little tolerance for ambiguity  Relativism: Many ways to define truth Understanding that there are differing perspectives on truth, ambivalent about what values to call one’s own  Commitment in Relativism: Understanding and empathy for different kinds of “truth.” Committed to certain values, but willing to question self throughout life  See Box 9.5 Discuss how Malcom X can be used to explain Kegan and Perry © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11 ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT (SEE TABLE 9.2, P 307)         Trust V Mistrust (Birth to Year)……………… Autonomy vs Shame & Doubt (Ages 1-2)… Initiative vs Guilt (Ages 3-5)…………………… Industry vs Inferiority (Ages 6-11)………….… Identity vs Role Confusion (Adolescence)… Intimacy vs Isolation (Early Adulthood)…… Generativity vs Stagnation (Middle Adulthood) …………………………………….…… Integrity vs Despair (Later Life)……………… © 2007 Thomson Brooks/Cole, a division of Thomson Learning VIRTUE Hope Will Purpose Competence Fidelity Love Caring Wisdom 12    Seasons of a Man’s/Woman’s Life (Daniel and Judy Levinson)  Four Eras (see Figure 9.2, p 308; Box 9.6, p 309) Pre-adulthood Middle Adulthood Early Adulthood Late Adulthood Eras preceded by transitional periods and followed by periods that reflect unique issues or life structures Gender splitting: Traditional stereotypes were the centerpoint for the struggles of men and women  For example ▪ Men: Men: settling into a relationship ▪ Women: Motherhood and a career © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13  Fowler  Stage 0, Primal Faith (Infancy)  Stage 1, Intuitive-Projective Faith (Min Age 4)  Stage 2, Mythic-Literal Faith (6 1/2 - 8)  Stage 3, Synthetic-Conventional Faith (12-13)  Stage 4, Individuative-Reflective Faith (18-19)  Stage 5, Conjunctive Faith (30-32)  Stage 6, Universalizing Faith (38-40)  See Box 9.7  Other Developmental Theories? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14  Applying Knowledge of Development  Can assist clients in making smooth transitions  Can help clients see how they view the world  Can help clients understand what drives them  Can refer to developmental experts when needed  Can view expected, but difficult transitions as normal, not pathological  Graph that Compares Developmental Models: Fig 9.3, p 314 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15  Bias in Developmental Models  Mostly developed by White males  Most of the research based on White males (until late 1990s)  What might these models look like if social class, ethnicity, culture, and gender would have been taken into account  Do they apply cross-culturally? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16    How we come to understand our cultural/ethnic background can be seen from a developmental perspective Models of cultural/ethnic development will be reviewed in Chapter 14 Assessing the cultural/ethnic identity of our clients can help us work more effectively with them © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17  ACA Code: A Developmental Emphasis  From preamble: “ACA members are dedicated to the enhancement of human development throughout the life span”  Professional associations that specifically focus on development: AADA, C-AHEAD  Legal issue: Sometimes, counselors are so “positive” that they miss pathology This can lead to malpractice © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Understanding Your Own Development  It’s important to understand our own developmental process—especially when we’re going through a transition phase  Be open to examining your development © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19 [...]... Perry's Theory of Intellectual and Ethical Development  Dualism: Black and white thinking, Authorities have the answer, little tolerance for ambiguity  Relativism: Many ways to define truth Understanding that there are differing perspectives on truth, ambivalent about what values to call one’s own  Commitment in Relativism: Understanding and empathy for different kinds of “truth.” Committed to certain... Faith (18- 19)  Stage 5, Conjunctive Faith (30-32)  Stage 6, Universalizing Faith (38-40)  See Box 9. 7  Other Developmental Theories? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14  Applying Knowledge of Development  Can assist clients in making smooth transitions  Can help clients see how they view the world  Can help clients understand what drives them  Can refer to developmental... of Thomson Learning 17  ACA Code: A Developmental Emphasis  From preamble: “ACA members are dedicated to the enhancement of human development throughout the life span”  Professional associations that specifically focus on development: AADA, C-AHEAD  Legal issue: Sometimes, counselors are so “positive” that they miss pathology This can lead to malpractice © 2007 Thomson Brooks/Cole, a division of. .. been taken into account  Do they apply cross-culturally? © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16    How we come to understand our cultural/ethnic background can be seen from a developmental perspective Models of cultural/ethnic development will be reviewed in Chapter 14 Assessing the cultural/ethnic identity of our clients can help us work more effectively with them © 2007... Life)……………… © 2007 Thomson Brooks/Cole, a division of Thomson Learning VIRTUE Hope Will Purpose Competence Fidelity Love Caring Wisdom 12    Seasons of a Man’s/Woman’s Life (Daniel and Judy Levinson)  Four Eras (see Figure 9. 2, p 308; Box 9. 6, p 3 09) 1 Pre-adulthood 3 Middle Adulthood 2 Early Adulthood 4 Late Adulthood Eras preceded by transitional periods and followed by periods that reflect unique issues... of “truth.” Committed to certain values, but willing to question self throughout life  See Box 9. 5 Discuss how Malcom X can be used to explain Kegan and Perry © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11 ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT (SEE TABLE 9. 2, P 307)         Trust V Mistrust (Birth to 1 Year)……………… Autonomy vs Shame & Doubt (Ages 1-2)… Initiative vs Guilt... Traditional stereotypes were the centerpoint for the struggles of men and women  For example ▪ Men: Men: settling into a relationship ▪ Women: Motherhood and a career © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13  Fowler  Stage 0, Primal Faith (Infancy)  Stage 1, Intuitive-Projective Faith (Min Age 4)  Stage 2, Mythic-Literal Faith (6 1/2 - 8)  Stage 3, Synthetic-Conventional Faith...  Can view expected, but difficult transitions as normal, not pathological  Graph that Compares Developmental Models: Fig 9. 3, p 314 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15  Bias in Developmental Models  Mostly developed by White males  Most of the research based on White males (until late 199 0s)  What might these models look like if social class, ethnicity, culture, and... malpractice © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Understanding Your Own Development  It’s important to understand our own developmental process—especially when we’re going through a transition phase  Be open to examining your development © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19 ... Development  Dualism: Black and white thinking, Authorities have the answer, little tolerance for ambiguity  Relativism: Many ways to define truth Understanding that there are differing perspectives... of a Man’s/Woman’s Life (Daniel and Judy Levinson)  Four Eras (see Figure 9. 2, p 308; Box 9. 6, p 3 09) Pre-adulthood Middle Adulthood Early Adulthood Late Adulthood Eras preceded by transitional... clients see how they view the world  Can help clients understand what drives them  Can refer to developmental experts when needed  Can view expected, but difficult transitions as normal, not

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Mục lục

  • SECTION IV: The Development of the Person

  • Chapter 9

  • Slide 3

  • Understanding Human Development

  • A Brief Overview of Physical and Psychosocial Development

  • Development in Adolescence and Adulthood

  • The Development of Knowing: Cognitive and Moral Changes

  • Slide 8

  • Slide 9

  • Adult Cognitive Development

  • Slide 11

  • Lifespan Development

  • Slide 13

  • Faith Development

  • Applying and Comparing Knowledge of Development

  • Multicultural Social Justice/Focus: Development of Cultural Identity

  • Slide 17

  • Ethical, Professional, & Legal Issues

  • The Counselor in Process

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